허스트의 후기 교육론과 왕양명 교육설의 맥락적 관계연구

Abstract

The purpose of this study is to investigate a relationship of the later Hirst's educational theory with the Yang-ming's theory and develops the later Hirst's educational theory. In 60' and 70', Hirst argued that 1) education is an initiation student into the objective knowledge, 2) the knowledge develops a rational mind, 3) a knowledgeable person has a rational and desirable life. Chu-shi argued that 1) education is an investigation about the Li, 2) a cognition on the Li become a objective knowledge, 3) a knowledgeable person has a moral and desirable life. Hirst's view of education and Chu-shi's view of education is in common with an objective knowledge centered view. In 80'and 90', Hirst argued that 1) his first view has problems such as a hard rationalism, 2) education is to initiate a person into the social practice. Yang-ming argued that 1) Chu-shi's view has problems such as an objective Li biased. 2) learning by the social practice is a good method to develop the mind. The later Hirst's view and Yang-ming's view of the education is in common with the anti-intellectualism and the social practice oriented view. With the above results, we are able to estimate the Hirst's transition as a development of educational theory, and Yang-ming's mind theory is for the development of later Hirst's theory.